Liz Hadden Teaching English Language Learners Lesson Plan #3

SIOP Lesson Plan: Reading Comprehension using “Assessing ELLs”

6th Grade !Content Objective/Rationale: Students will be able to describe how characters have changed throughout the story Holes by providing evidence from the text. !Language Objectives: Students will identifying characteristics of a specific character and describe events from the story that support the development of that characteristic. At the end of the lesson students will orally share the characteristic of their character and the supporting events. !Professional Standard Addressed: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. !Materials: -a copy of the book Holes -a copy of the worksheet that reflects their individual English proficiency level !Learning Strategies: -think-pair-share -visual aids -graphic organizer !Preparation of Students: Over the past few weeks students in my sixth grade class have been reading the story Holes. At this point all of the students have finished the story. While reading Holes, student read selective chapters at a time and, as a class, they had lessons regarding their reading comprehension. Currently all of the students have a clear understanding of the plot of Holes. This lesson will be the first of a serious of lessons regarding analyzing dynamic characters. !Procedures/ Activities: Induction: I will begin this lesson by reviewing the characters in Holes. I will ask the students to name the characters and I will write them on the white board. Once we have listed all of the characters I will give them a brief oral summary of the story. After I will introduce our next project; Student will eventually write a paper describing how a dynamic character changed throughout Holes by

providing evidence from the story. Today students will be brainstorming about a specific character for the paper. !Development of lesson: Depending on the level of English Language Learner they are and their proficiency in English, students will be asked to use the following graphic aid to brainstorm about a chosen character with a partner at their same proficiency level. Level 1: Students will list characteristics of their characters at the beginning and the end of the story. Level 2: Students will be given specific events and identify the character traits that arise after the event happens. Level 3: Students will be given specific characteristics and will name events from Holes that caused these characteristics to become present in their character. Level 4: Students will complete a graphic organizer where they list characteristics of their character and the events in Holes that caused each specific characteristics. Level 5: Students will use the same graphic organizer that asks them to list a characteristic of a character and evidence that supports it, however, these students will write a complete sentences in each of the bubbles. Closure: Once all the students have finished working together to fill out their level appropriate worksheet, we will review as a class and create a list of characteristics and events that cause such personality changes. This list will be written on the board underneath each of the previously listed characters. !Assessment/Evaluation: Since this is the beginning of a project, there will be no formal assessment during this lesson. The assessment will come later in the form of a written essay. During this lesson I will assess the students by walking around the class and seeing how well they are brainstorming with their partners. !Follow-up: The students will keep the graphic organizer in their binders for them to reference during a later class and when they are writing their individual papers. The next class we will focus on themes of Holes that the students will later be able to connect their character’s personality changes with to.